5-E Integrated Subject Lesson Plan
Title of Lesson: Is it really?
Lesson Planners (names): States, Wolford, & Zeff
School(s) & School Division: Daniel Morgan Middle School, Winchester City Public Schools
Grade Level:5th Grade
Lesson specific Science & Math SOL (or other standards covered).
Describe desired gains in Knowledge/Skills/Behaviors for each, where applicable). Connection from
non standard measuring devices and observations based on appearances
These are your specific Learning Objectives for the lesson.
Standards (list)
Knowledge (Know)
Skills (Do)
Values (Be)
Math
SOL 5.8
SOL 5.8
SOL 5.8
5.8
The
● Length is the distance
Solve problems involving ● Understand how to
student will:
along a line or figure
measurement by selecting
select a measuring
d)
estimate
from
one
point
to
an
appropriate
measuring
device and unit of
and then measure
another.
device and a U.S.
measure to solve
to solve problems,
Customary
or
metric
unit
problems involving
using U.S.
● U.S. Customary units
of
measure
for
the
measurement.
Customary and
for measurement of
following:
metric units; and
length include inches,
– length: part of an inch
SOL 5.16
e) choose an
feet, yards, and miles.
(, , ), inches, feet,
appropriate unit of
Appropriate
● Understand that
yards, millimeters,
measure for a
centimeters,
measuring devices
mean, median, and
given situation
meters, and
include rulers,
mode are described as
kilometers;
involving
yardsticks, and tape
measures of center.
measurement
measures. Metric units
● Understand that
using U.S.
for measurement of
SOL 5.16
mean, median, and
Customary and
length include
mode are three of the
● Describe and find the
metric units.
millimeters,
various ways that data
mean of a group of
centimeters, meters,
can be described or
numbers representing
and kilometers.
5.16 The student
summarized.
data from a given
will
Appropriate
context
as
a
measure
a) describe mean,
● Understand that mean
measuring devices
of center.
median, and
as fair share is
include centimeter
mode as
described as equally
● Describe and find the
ruler, meter stick, and
measures of
dividing the data set
median
of
a
group
of
tape measure.
center;
numbers representing
or the data set has
b) describe mean
SOL 5.16
data from a given
already been divided
as fair share;
● A measure of center is
context as a measure
equally.
c)find the mean,
a
value
at
the
center
or
of
center.
median, mode,
● Understand how to
middle of a data set.
and range of a set
● Describe and find the
find the mean,
Mean, median, and
of data; and
mode of a group of
median, and mode of
mode are measures of
d) describe the
numbers representing
a set of data as
range of a set of
center.
data from a given
measures of center.
data as a
measure of
variation.
●
The mean, median,
and mode are three of
the various ways that
context as a measure
of center.
●
Understand values in
the context of other
data can be analyzed.
Science
5.1
The
student will
demonstrate an
understanding of
scientific
reasoning, logic,
and the nature of
science by
planning and
conducting
investigations in
which
b)
estimates
are made and
accurate
measurements of
length, mass,
volume, and
temperature are
made in metric
units using proper
tools;
g)
data are
collected,
recorded,
analyzed, and
communicated
using proper
graphical
representations
and metric
measurements;
●
Estimation is a useful
tool for making
approximate measures
and giving general
descriptions.
●
When conducting
experiments, data are
collected, recorded
and analyzed and
communicated using
proper graphical
representations and
metric measurements.
●
A scientific prediction
is a forecast about
what may happen in
some feature situation.
●
An inference is a
tentative explanation
based on background
knowledge and
available data.
●
A conclusion is a
summary statement
based on the results of
an investigation
(observations).
●
Describe mean as fair
share.
●
Describe and find the
range of a group of
numbers representing
data from a given
context as a measure
of variation.
●
Describe the impact
on measures of center
when a single value
of a data set is added,
removed, or
changed.†
●
Estimate and make
accurate
measurements of
length.
●
Collect, record and
analyze data and
communicate data
using proper
graphical
representations and
metric measurements.
●
Make predictions and
inferences using
patterns from data
collected and form
conclusion.
characteristics of the
data in order to best
describe the results.
●
Become more
efficient learners of
the 21st century skills
using integrated math
and science concepts.
●
Improve literacy in
STEM (science,
math, engineering and
technology) concepts
and problem solving
skills in real world
applications.
●
Become more
efficient learners of
the 21st century skills
using integrated math
and science concepts.
●
Improve literacy in
STEM (science,
math, engineering and
technology) concepts
and problem solving
skills in real world
applications.
h) predictions are
made using
patterns from data
collected, and
simple graphical
data are
generated;
i) inferences are
made and
conclusions are
drawn
Level or Extent of Integration for this lesson (Mathematics Specific, Mathematics Focus, Balanced
Math & Science, Science Focus, Science Specific):
Instructional time: 45 minutes to an hour
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Materials needed:
Objects to measure
Non-standard measuring device (string/ paper clips)
calculator
Ruler
Web resources used (if any; Give urls):
● http://www.brainpopjr.com/math/measurement/inchesandfeet/
● http://www.brainpopjr.com/science/scienceskills/makingobservations
● http://studyjams.scholastic.com/studyjams/jams/math/measurement/units-ofmeasurement.htm
● http://studyjams.scholastic.com/studyjams/jams/math/measurement/toolsmeasurement.htm
● http://studyjams.scholastic.com/studyjams/jams/math/measurement/measurelength.htm
Advance preparation needed:
● learning log (worksheet)
● objects to measure
● standard & non standard measuring devices
●
Formative assessment(s): How will students demonstrate that they have achieved the
lesson objective(s)? How will you judge whether your teaching strategy is effective?
This assessment should be embedded throughout the lesson as well as at the end of
the lesson.
● Formative assessment based on Learning Logs will be collected
● Questions for discussion (possible exit ticket)
o How do you use weight and measurement in your life?
o What tools and units are used to measure the attributes of an object?
o How are the units of measure within a standard system related?
● Journal / Writing Prompt
o Was it easier to use standard or non-standard measurements? What is the value in
standard units?
Describe the Mathematical & Scientific contents used today?
o
● Other
o Students can create a Thinking Map about length (alternative assessment)
o Artistic Expression – create a collage where you would measure various objects
o Research what careers dwell on measurement
Lesson Description (step-by-step teaching procedure):
● To begin this lesson, the teacher is going to ask the class to record what they know about
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measurement. Children will work collaboratively to generate a list. The teacher will circulate around the
room (2 to 3 minutes.) Students will then be asked to share list with another group.
Distribute the recording sheet to each individual student. Discuss the expectations of the assignment.
Students are to first use the non-traditional measuring devices to make observations/inferences about
each object on the recording sheet. (Each group will be given a set time at each station to record
findings.)
Teacher will engage the students in a conversation about accuracy in data collection. Discussion in
Science, we make inference about predictions about prior knowledge. The teacher will then explain to
the class that points will be awarded to groups on how accurate their measurements are in relation to
the object.
Each group will then make predictions about the various lengths of the objects. (Still using the nontraditional measuring devices.)
a. Desktop: Non Standard- penny
Standard: centimeters
b. Textbook: Non Standard- paper clip
Standard: inches
c. Pencil: Non Standard- playing card Standard: inches
d. Condiment Packet: Non Standard- uni-fix cube Standard: Millimeters
e. Locker: Non Standard- Di (Singular dice ) Standard: meter
Report observations and inferences. Then have each child make their predictions of object & record on
data collection log (Note: the units will vary for each object)
The students will measure the objects. Circulating from station to station with a certain allotted time at
each place. The direction will be repeated MAKE SURE YOU ARE USING THE PROPER SCALE.
As students are working, circulate and answer questions as necessary. Record common errors and
misconceptions that will be addressed.
NOTE: Students will return to their groups to calculate estimations and actual. (This may be a
differentiation extension that you wish to pursue.) Can include measures of center to the project to
compare the data collected.
Discuss how students felt about the activity go over measurements of the objects in standard units. Did
the thought of being judge on accuracy play a part in their gathering of data?
Differentiation Strategies to meet diverse learner needs:
● Students can complete tasks in learning teams, taking turn with the roles in the group.
● Focus on just Metric System one day and repeat on another day with U.S. Customary System
● Calculate percentage of accuracy from predictions to true measurements.
Attach Worksheets &/or Hand-outs, if applicable for this lesson
● Recording Sheet #1
● Recording Sheet #2
Homework Assigned (and applicable worksheets):
● Graphic Organizer – based on Measuring length